Образ человека будущего, Том 7 (СИ)

In most cases, the phenomenon of continuity is considered in two aspects - methodological and common didactic. Nataliya Aleksandrova indicates that continuity, as a phenomenon, reflects the normative nature of didactics, it regulates the relationship between learning process and student, and this makes it one of the main principles of didactics [Aleksandrova, 2016]. Another scientist Olga Nezhyva considers continuity in learning as establishing of relationship between elements of learning process so that they could perfectly interact in the system [Nezhyva, 2016]. It is also meant that connection must be established between the elements of the system, between the forms and methods of learning, as well as between the procedures of material adoption. This connection must be constant at all stages of the material learning.

Continuity as a scientific and educational phenomenon enables to understand the major components of the educational process, such as objectives, learning, content, methods, forms and teaching means. "Namely with the help of such concepts as continuity, consistency and steadiness in education, the model of educational training of specialists in public relations can be improved and meet modern requirements of the labour market."

The scientist Vitaliy Slastenin notes the following concerning continuity: "In general, principle of continuity, consistency and steadiness in learning is stipulated by objectively available knowledge stages, relationship between sensual, logical, rational and irrational, conscious and unconscious" [Slastionin, 2004]. A student, passing all stages of the educational process, should not only be intellectually prepared to move to the next stage of information digestion, but should be also ready psychologically and treat the learning process consciously.

Vitaliy Slastionin also says, "The principle of continuity concerns the issue of training content, sequence of its stages, forms and methods of implementation of the educational process, strategies and tactics of interaction in the learning process. It allows you to combine and build a clear hierarchy of individual learning situations into a single integrated process of learning and contributes to the gradual assimilation of laws, patterns and relationships between objects and phenomena" [Slastionin, 2004]. The principle of continuity helps to organize learning process, to build a clear sequence of individual acquisition of knowledge and to organize the training process as an organized algorithm of consistent actions.

In implementing the principles of continuity and consistency teacher has to solve certain specific tasks in a planned periods. In turn, the consistency and continuity also allow students to move from simple to complex forms of cognition.

The principles of continuity and consistency in training give the possibility to solve the contradictions between the necessity to develop a system of knowledge and skills according to disciplinary component and the principle of vision shaping and understanding of the

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The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

worldview. This approach is provided by systematic development of educational programs and training aids and by the establishment of inter and intra meaningful relationships.

System approach to education makes it possible to structure learning material more effectively, to create a system of training materials that would have consistent content and would be delivered in a clear hierarchy. System approach to structuring should highlight key concepts and categories in learning material and to combine them with other concepts and categories and to disclose their genesis.

In educational practice, the principles of consistency, continuity and steadiness are realized in the process of thematic planning, when the teacher draws a plan of training process and establishes the sequence of material presentation. A teacher should build curriculum so that basic concepts were studied previously with the theory, and after that training exercises followed.